Research
The goal of this competency area is that, upon graduation, honors students will have demonstrated the ability to exhibit information literacy skills, synthesize and integrate ideas, produce original research or creative works, and contribute to knowledge.
Research is a tool for advancement across content areas. My time investigating and partaking in research has allowed me to create a personal definition of this tool as well as apply it to my intended career field of education in math. This investigation started in the First Year Experience (FYEX) class where I was able to develop my use of concept maps from high school into efficient research strategies. This concept mapping was used in all stages of the research process whether it was applied to pre-writing, narrowing down a research topic/interest, organizing gathered information, or reflecting and connecting new knowledge from the project to my previously established knowledge base. FYEX also helped me identify what made information credible from various sources and how to be an ethical researcher. Even when the results may differ from the hypotheses, all results and accurate reporting of said results create an ethical researcher.
I was able to practice these ethical habits in my role as a researcher when participating in a historical role-playing game in an Honors section of Early European History (HIST 180) The game took place in Greece when establishing the first democracy and deciding the fate of the philosopher, Socrates. As a student in the game, we were expected to research a certain debate topic such as who should be awarded citizenship in the democracy, or whether Socrates should live or die using solely primary sources. In class, we would then conduct the debates. When researching sources to support my citizenship argument, I read for multiple purposes such as what information I would emphasize, what information my opponent would emphasize, and what information could be key to refuting my opponent’s viewpoint. The debate setting not only led me to read with intent to strengthen my own arguments, but to also focus on statements that would strengthen my opponent’s argument. The assigned debate standing, or more broadly, the research question allowed me to focus my database searches and reading.
When I experienced this role-playing game a second time as a teaching aide, I observed how being aware of the constraints of a culture from a previous time and acting in it related to social-emotional learning (SEL). I further investigated this connection through a project focusing on what it takes to promote SEL in a classroom and how it can be furthered by the historical role-playing game. This project led me to identify that the game’s tie to SEL, lied in the opportunity the game and structure provided for students to practice the social and emotional awareness incorporated in SEL. My interest in student learning and teaching was expanded upon when I volunteered with the Mankato YWCA and met some outstanding individuals in our community.
Through the YWCA’s Ready 2 Learn program I worked one-on-one with a 3-year-old boy in a New American family to prepare him for his first year in public school. This experience led me to study why there was a gap between New American education levels and native English speakers. I found multiple resources for this population in the Mankato Community including family/parent testimonials, local news articles, interviews with professionals in the education field and non-profit organizations. My findings were that many families needed an affordable transportation service to get their children to the existing classes and programs meant to prepare and support their children in public school. An interview with a YWCA outreach worker allowed me to identify this need. This allowed me to expand my considerations that I make for students in the classroom relevant to the project and as a professional.
My findings of how to promote success for families new to the United States were presented to a content learning team (CLT) at a local high school. This presentation of my findings was given to faculty members in a district with a strong English Language Learning program for immigrant students. The presentation of my findings highlighted the consideration of transportation teachers and administrators could incorporate in their planning of instruction. This venue also allowed for direct feedback, questions, and suggestions for continued study.
My journey in research throughout my collegiate career has exposed me to multiple forms of information, critical thinking, extension of knowledge, and sharing of results to contribute to my field in education.
I was able to practice these ethical habits in my role as a researcher when participating in a historical role-playing game in an Honors section of Early European History (HIST 180) The game took place in Greece when establishing the first democracy and deciding the fate of the philosopher, Socrates. As a student in the game, we were expected to research a certain debate topic such as who should be awarded citizenship in the democracy, or whether Socrates should live or die using solely primary sources. In class, we would then conduct the debates. When researching sources to support my citizenship argument, I read for multiple purposes such as what information I would emphasize, what information my opponent would emphasize, and what information could be key to refuting my opponent’s viewpoint. The debate setting not only led me to read with intent to strengthen my own arguments, but to also focus on statements that would strengthen my opponent’s argument. The assigned debate standing, or more broadly, the research question allowed me to focus my database searches and reading.
When I experienced this role-playing game a second time as a teaching aide, I observed how being aware of the constraints of a culture from a previous time and acting in it related to social-emotional learning (SEL). I further investigated this connection through a project focusing on what it takes to promote SEL in a classroom and how it can be furthered by the historical role-playing game. This project led me to identify that the game’s tie to SEL, lied in the opportunity the game and structure provided for students to practice the social and emotional awareness incorporated in SEL. My interest in student learning and teaching was expanded upon when I volunteered with the Mankato YWCA and met some outstanding individuals in our community.
Through the YWCA’s Ready 2 Learn program I worked one-on-one with a 3-year-old boy in a New American family to prepare him for his first year in public school. This experience led me to study why there was a gap between New American education levels and native English speakers. I found multiple resources for this population in the Mankato Community including family/parent testimonials, local news articles, interviews with professionals in the education field and non-profit organizations. My findings were that many families needed an affordable transportation service to get their children to the existing classes and programs meant to prepare and support their children in public school. An interview with a YWCA outreach worker allowed me to identify this need. This allowed me to expand my considerations that I make for students in the classroom relevant to the project and as a professional.
My findings of how to promote success for families new to the United States were presented to a content learning team (CLT) at a local high school. This presentation of my findings was given to faculty members in a district with a strong English Language Learning program for immigrant students. The presentation of my findings highlighted the consideration of transportation teachers and administrators could incorporate in their planning of instruction. This venue also allowed for direct feedback, questions, and suggestions for continued study.
My journey in research throughout my collegiate career has exposed me to multiple forms of information, critical thinking, extension of knowledge, and sharing of results to contribute to my field in education.
New American Education Project
Research: Original Research ~ Level 1-4
Research: Dissemination ~ Level 1-3
Research: Original Research ~ Level 1-4
Research: Dissemination ~ Level 1-3
Social Emotional Learning/Teaching Aide Research
Information Synthesis ~ Level 3-4
Information Synthesis ~ Level 3-4
The Threshold of Democracy Role-Playing Debates
Information Literacy ~ Level 3-4
Information Synthesis ~ Level 2
Information Literacy ~ Level 3-4
Information Synthesis ~ Level 2